Consider Some Key Theories and Concepts of Learning and Assessment
Consider some key theories and concepts of learning and assessment In this assignment I will explore the concept of learning and application of some learning theories within the in the vocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes.
Definitions of learning vary drastically. This is primarily due to the differing conceptions of what learning actually is. Saljo (1979) identified five categories of learning. It is suggested that the five categories: “…increase in knowledge; memorising information; Acquiring facts, skills, and methods; making sense or abstracting meaning; interpreting and understanding reality in a different way" (Saljo, 1979), conceptualise learning as process. There has been extensive debate regarding the learner’s awareness of events whilst undergoing this process. Rogers (Weilbel, 2011) identified two categories of learning: Acquisition and formalised. Acquisition learning is activity or task based learning linked to a continuous, unconscious learning process that takes place throughout life, in education and personal experiences. As it is thought of as an unconscious process, Rogers approach emphasises the lack of learner awareness during learning. Formalised learning is generally facilitated by an education professional where the learner is actively conscious of learning taking place (Colley et al, 2003). Whilst many professionals agree there are differing types of learning, the more commonly referred to dimensions of learning are often categorised into five dimensions rather than the two categories identified by Rogers.
The behaviourist approach argues that behaviour is a result of environmental stimulus and the experience following the behaviour of positive or
Definitions of learning vary drastically. This is primarily due to the differing conceptions of what learning actually is. Saljo (1979) identified five categories of learning. It is suggested that the five categories: “…increase in knowledge; memorising information; Acquiring facts, skills, and methods; making sense or abstracting meaning; interpreting and understanding reality in a different way" (Saljo, 1979), conceptualise learning as process. There has been extensive debate regarding the learner’s awareness of events whilst undergoing this process. Rogers (Weilbel, 2011) identified two categories of learning: Acquisition and formalised. Acquisition learning is activity or task based learning linked to a continuous, unconscious learning process that takes place throughout life, in education and personal experiences. As it is thought of as an unconscious process, Rogers approach emphasises the lack of learner awareness during learning. Formalised learning is generally facilitated by an education professional where the learner is actively conscious of learning taking place (Colley et al, 2003). Whilst many professionals agree there are differing types of learning, the more commonly referred to dimensions of learning are often categorised into five dimensions rather than the two categories identified by Rogers.
The behaviourist approach argues that behaviour is a result of environmental stimulus and the experience following the behaviour of positive or
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